This third book in the Prevention Practice Kit introduces the topics of social justice and cultural relevance in prevention practice—and increasingly important trend in the 21st century. Covering a wide range of research in this field, the authors skillfully help the readers understand, design, and implement social justice-driven, culturally relevant prevention efforts.
The book presents concrete examples of programs that attempt to address issues of social injustice and cultural relevance. These examples are based on the authors' real world experiences engaging in culturally responsive prevention guided by a social justice agenda. The reader will have opportunities for conversation about some of the more challenging aspects of infusing social justice and cultural relevance into one's prevention efforts, and includes a series of learning exercises to promote these conversations.
This book is part of the Prevention Practice Kit: Action Guides for Mental Health, a collection of eight books each authored by scholars in the specific field of prevention and edited by Dr. Robert K. Conyne and Dr. Arthur M. Horne. The books in the collection conform to the editors' outline to promote a consistent reading experience. Designed to provide human services practitioners, counselors, psychologists, social workers, instructors, and students with concrete direction for spreading and improving the practice of prevention, the series provides thorough coverage of prevention application including a general overview of prevention, best practices, diversity and cultural relevance, psychoeducational groups, consultation, program development and evaluation, evidence base, and public policy.
This book is endorsed by the Prevention Section of the Society of Counseling Psychology of the American Psychological Association. Fifty percent of all royalties are donated to Division 17 of the APA.
Chapter 4: Learning Exercises
The following learning exercises are intended to help you apply what you have learned about social justice issues and culturally relevant prevention in a “real-world” context. Each of these exercises represents actual situations that we have encountered in our own prevention efforts.
Learning Exercise 1: In the Name of Science
You have been conducting a social and emotional skill-building program in an underresourced school community for several years now. The school does not have the resources for a full-time mental health professional, so the only children who typically are seen by the part-time social worker are those who are in crisis. As a prevention scientist, you have a commitment to providing interventions that are empirically supported and theoretically sound. You approach the school administrators ...